Suffolk case study

Marina Dixon Suffolk Primary Languages Adviser marina.dixon@schoolschoice.org Lara Townsend Independent Adviser and Suffolk Lead Key Practitioner

 The  programme  provides:  Ø  a  structured  approach  to  support  the  implementa5on  

and  development  of  Primary  Languages  within  the  curriculum;  

Ø  high  quality  support  and  CPD  programme;  Ø  consistency,  rigour  and  quality  assurance;  Ø  the  opportunity  to  gain  accredita5on  in  Primary  

Languages.  

How does it work?

Ø  If they have the expertise, schools work their way through the criteria and contact the adviser for the accreditation when they are ready.

The package provides schools with:

•  the Linguamarque criteria •  mapping document to support progression across key stage 2 •  mapping assessment document •  Pupil Portfolio •  extensive teaching and learning resources •  support materials for the development of intercultural

understanding.

Ø  If they need additional training and support, schools can also access:

•  1:1 Subject Leader Training •  school based training for staff •  a rolling programme of courses (addressing the

Linguamarque key areas) •  termly twilights •  the Primary Languages yearly conference •  tailored support provided by adviser or Key Practitioners •  upskilling courses

On application, the school receives the supporting documentation for achievement of the target level (evidence portfolio record sheet) and the accreditation process takes place when the school is ready.

During the accreditation visit, the Languages Adviser carries out:

•  a learning walk •  one or more lesson observation(s) •  the scrutiny of the Subject Leader portfolio of evidence. Subject to successful demonstration of target performance, the Languages Adviser will award the Marque. If some target criteria have not been demonstrated, the school is offered advice on next steps and strategies.

The accreditation process

Ta#ngstone  Primary  School  

Comple5ng  the  Linguamarque  evalua5on  and  building  the  file  of  evidence  actually  helped  in  surprising  ways.    The  whole  process  made  me  refocus  on  how  we  plan,  teach  and  assess  our  language  learning  in  the  school.    

It  also  empowered  me  as  a  Primary  Languages  co-­‐ordinator,    and  I  now  feel  that  I  have  a  very  detailed  and  effec:ve  Subject  Leader  File  which  reflects  the  school's  ethos  towards  language  acquisi5on.    The  process  encouraged  me  to  reflect  posi:vely  on  what  we  can  achieve  with  very  few  changes.    

Having  Marina  as  a  mentor  supported  me  in  my  role  as  a  Primary  Languages  prac55oner  (it  was  extremely  useful  to  have  feedback  about  my  prac5ce).  I  have  also  discovered  new,  wonderful  resources  on  Suffolk  Learning!